Document Type
Article
Publication Date
5-2019
Publication Title
Proceedings of the Informing Science and Information Technology Education Conference, Jerusalem, Israel
DOI
10.28945/4268
Abstract
Aim/Purpose To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z.
Background The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings.
Methodology Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality.
Contribution These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z.
Findings Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused.
Recommended Citation
Brock, S., Joglekar, Y., Tandon, A., & Bardwell, G. (2019). Updating PowerPoint for the new Business Classroom. Proceedings of the Informing Science and Information Technology Education Conference, Jerusalem, Israel, 353-369. https://doi.org/10.28945/4268
Publisher's Statement
Original material may be found here: http://proceedings.informingscience.org/InSITE2019/InSITE19p353-369Brock5314.pdf
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
